Burnout Syndrome and its Influence on the Quality of Life of University Educators
El síndrome de burnout y su influencia en la calidad de vida de los docentes universitarios
DOI:
https://doi.org/10.56712/latam.v7i2.5784Palabras clave:
mental health, educators, psychological exhaustion, depersonalizationResumen
The objective of this study was to identify the presence of Burnout Syndrome and its influence on the quality of life of university educators in Colombia. A quantitative, cross-sectional, and correlational design was developed, with a sample of 462 educators to whom the Maslach Burnout Inventory (MBI) and the WHOQOL-BREF instruments were applied to measure the level of Burnout and quality of life, respectively. It was found that 55.8% of the educators presented a medium level of Burnout, 29.2% a high level, and 14.9% a low level. Emotional exhaustion was the most affected dimension (40.3% at a high level), followed by depersonalization (27.9%) and low personal accomplishment (25.3%). A strong relationship was found between Burnout and work-related variables such as longer tenure, more weekly working hours, and less rest time (p < 0.05). Likewise, educators with high levels of Burnout reported a significantly lower quality of life, especially in the dimensions of psychological health and work environment. The findings confirm that work overload and precarious institutional conditions increase the risk of Burnout, negatively affecting the physical, mental, and social well-being of educators. However, a high perception of personal accomplishment acts as a protective factor against professional exhaustion. It is recommended to implement institutional strategies that promote the prevention of Burnout and the promotion of educator well-being.
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Derechos de autor 2026 Claudia Yasmín Pérez Rodríguez, Daniela Fernanda Hueso Garzón, Diana Paola Montealegre Suárez
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
